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Energy literacy is critical for all undergraduate students, particularly for future teachers, as they will guide the next generation toward more just and equitable energy systems. Many pre-service teachers have funds of knowledge (FoK) about energy that can enhance critical thinking about energy systems and inequities. This qualitative study explored pre-service teachers' funds of knowledge in online discussions about energy. Our students (n = 38) were older than typical undergraduates (mean age = 28), and most (75%) had transferred from community colleges prior to attending Arizona State University. These students were enrolled in an online Sustainability Science for Teachers course. We analyzed student assignments from a 3-week energy unit designed to elicit student perspectives on energy injustices and equitable energy solutions. Overall, we found that many students drew from rich life experiences in their video-based discussions. Students shared FoK in the following content areas: energy sources, energy impacts, agriculture, conservation, energy industry perspectives, and energy consumption. Three exemplary cases are included to illustrate how students conveyed their FoK throughout the energy unit. These students brought pluralistic perspectives to online Flipgrid discussions focused on energy inequities. In the discussion, we highlight the importance of integrating social justice topics when teaching about energy, to bring more relevance to energy education. We also describe how video-based discussion can be utilized to create more equitable and culturally responsive online learning environments.

Little is known about the integration of social-emotional learning (SEL) with science instruction. We used a sequential mixed-methods design to examine (1) how fourth graders use argumentation practices and social gestures in science class and (2) how argumentation practices and social gestures differ between intervention and comparison classrooms. Intervention classrooms implemented Connect Science. Fourteen student conversations in seven classrooms were coded for argumentation practices (i.e., claims, evidence, and questions) and social gestures (i.e., agreement, disagreement, assertive speech, and prosocial speech). Across all classrooms, science conversations were most productive when students used social gestures to support use of argumentation practices. Without social gestures, conversations were disconnected or highly assertive. Proportionally, Connect Science students discussed science content more and discussed logistics less than comparison students. Findings include recommendations for conditions (i.e., SEL instruction, science reference materials, and time) to enhance scientific discourse and argumentation in elementary school classrooms. [This article was published in "Elementary School Journal" (EJ1283311).]

The development of energy literacy for all citizens is critical as we face climate change and rapid depletion of existing energy resources. This study explores energy literacy development in fourth grade classrooms. Our team developed a curriculum on energy resources aligned with the Next GenerationScience Standards. We then trained teachers how to implement the program and support their students' engagement in a service-learning project related to energy conservation. We used qualitative methods to analyze students 'open-ended responses from an energy literacy assessment. Students were familiar with solar, hydropower and wind energy, and suggested that solar energy should be used more in the future. Students were more easily able to explain energy transfer in wind turbines and solar panels than in other electricity production systems. Students learned important energy and natural resource concepts in the context of an environmental service-learning program. Discussion focuses on the importance of integrated science instruction that helps students see how their electricity use impacts the environ-ment, and provides them with opportunities to take action. We also suggest important ways that renewable energy companies can contribute to energy and climate literacy initiatives.

Many environmental educators shifted to online programs in the midst of the COVID-19 pandemic. We conducted a systematic literature review to identify program characteristics from digital environmental education experiences that are associated with one or more elements of environmental literacy. After reviewing 153 candidate articles, 32 articles that evaluated 47 diverse programs met our selection criteria. For each of these programs, we systematically coded the articles to identify guiding theories, program types, program characteristics, and outcomes assessed. We also identified the authors' explanations and empirical evidence for program characteristics that led to positive outcomes. In this paper, we synthesize the results and present 12 guiding principles that show promise in enhancing outcomes related to environmental literacy in online programs for K-12 students. These principles, which are defined and illustrated with examples from the literature, include: social-ecological connections, relevance, social interactions, role models, autonomy, active involvement, challenge, use of multiple modalities, positive framing, preparation, feedback and reflection.

Teacher education is pivotal to advancing pedagogies, practices, and content knowledge that promote sustainability literacy in formal education settings. To explore preservice teachers' (PST) readiness to implement transformative sustainability learning with elementary (i.e. kindergarten to 6th grade) students, we analyzed unit plans created by PSTs in a sustainability teacher education course. Within these units, we looked for evidence of content and pedagogy which (1) embraces the complexity of human-environmental interactions, (2) advances sustainability literacy by enlisting both knowledge and engagement, and (3) mobilizes action in local and global contexts to advance social and environmental justice aims. We describe the range of topics and analyze the rationales and learning activities through the 'Head, Hands and Heart' framework for transformative sustainability learning. We found that, though most PSTs integrated learning objectives and activities intended to engage students' heads, hearts, and hands into their units, they struggled to embrace the complexity of sustainability issues and to engage students in justice-focused action. We provide three recommendations for preservice teacher education to increase PSTs' readiness to implement transformative sustainability learning.

Little is known about the integration of social-emotional learning (SEL) with science instruction. We used a sequential mixed-methods design to examine (1) how fourth graders use argumentation practices and social gestures in science class and (2) how argumentation practices and social gestures differ between intervention and comparison classrooms. Intervention classrooms implemented Connect Science. Fourteen student conversations in seven classrooms were coded for argumentation practices (i.e., claims, evidence, and questions) and social gestures (i.e., agreement, disagreement, assertive speech, and prosocial speech). Across all classrooms, science conversations were most productive when students used social gestures to support use of argumentation practices. Without social gestures, conversations were disconnected or highly assertive. Proportionally, Connect Science students discussed science content more and discussed logistics less than comparison students. Findings include recommendations for conditions (i.e., SEL instruction, science reference materials, and time) to enhance scientific discourse and argumentation in elementary school classrooms.

Observation-based ecology (OBE) generates critical knowledge about the health of ecological systems and human impacts on these systems. Systematic observations of organisms and processes from an early age can help children develop ecological knowledge and skills, and deepen their connection to the natural world. Yet recent educational reforms may privilege other scientific and engineering practices (SEPs) over OBE methods. We used lexical analysis of Next Generation Science Standards documents to identify instances of observational methods suggested in the SEPs and ecology-related performance expectations (PEs). We identify where observations are included and omitted in these documents. Only 16 of the 175 (9%) learning progression descriptions for the SEPs explicitly mention observations. Nine out of 142 (6%) PEs related to ecology require observations. OBE opportunities were particularly scarce in middle and high school years, and missing entirely from PEs for disciplinary core ideas related to ecosystems and human impacts on ecosystems. We consider how these missed opportunities may constrain place-based learning in natural environments, and reflect on implications for educators, students, and nonhuman others.

The Next-Generation Science Standards (NGSS) challenge primary teachers and students to work and think like scientists and engineers as they strive to understand complex concepts. Teachers and teacher educators can leverage what is already known about inquiry teaching as they plan instruction to help students meet the new standards. This cross-case analysis of a multiple case study examined teacher practices in the context of a semester-long professional development course for elementary teachers. We reviewed lessons and teacher reflections, examining how kindergarten and first grade teachers incorporated NGSS scientific and engineering practices during inquiry-based instruction. We found that most of the teachers worked with their students on asking questions; planning and carrying out investigations; analyzing and interpreting data, using mathematics and computational thinking; and obtaining, evaluating and communicating information. Teachers faced challenges in supporting students in developing their own questions that could be investigated and using data collection strategies that aligned with students' development of number sense concepts. Also, some teachers overemphasized "the scientific method" and lacked clarity in how they elicited and responded to student predictions. Discussion focuses on teacher supports that will be needed as states transition to NGSS.

The article reflects results from a web-based survey of early career teachers who had taken a required, hybrid course focused on sustainability science. Many alumni reported early efforts to integrate sustainability topics and ways of thinking into their K-8 classrooms. Teachers reported modeling of classroom behaviors that promoted sustainability more than implementing sustainability into the curriculum. Read-aloud books and videos were used frequently, suggesting the need for available high-quality children's books and videos on sustainability topics. Supports that were most helpful to teachers included school-wide initiatives, curricular and instructional resources, like-minded colleagues and supportive administrators. Lack of time and alignment with curricula were barriers that hindered some teachers' progress, suggesting the importance of systemic curricular reform that brings awareness to the Sustainable Development Goals.

This article presents a study that investigated potential misconceptions presented in third grade mathematics classrooms and the association of these potential misconceptions with Mathematical Knowledge for Teaching (MKT) and standards-based teaching practices (as measured by the Mathematics Scan). A sequential explanatory mixed methods model was used to analyze the frequency of potential misconceptions presented via instances of lack in teacher clarity or misuse of representations as well as the association to MKT and M-Scan scores. A qualitative multiple case study design was then used to identify patterns in lessons where potential misconceptions were often present as opposed to lessons where no potential misconceptions were presented. The results document the prevalence of potential misconceptions related to representations and language use. These potential misconceptions were most frequently conveyed through a lack of clarity or overgeneralization. Teachers who had higher frequencies of potential misconceptions were found to relate to lower MKT and M-Scan composites. This supports professional development and policy initiatives in mathematics education of the importance of teachers' content knowledge for mathematics teaching.

An emerging line of research suggests that a short walk in a natural setting may be the best way to restore students' flagging attention. To help students recover from the inevitable fatigue that accompanies the deep attention expected in schools, educators have always built some breaks into the schedule. Now, researchers are suggesting that students may benefit most when those breaks include being allowed to take walks in natural settings, play in nature, study outdoors, and often by simply being close to vegetation during the school day. Around the world, educators are experimenting with new school designs that put natural features in the foreground.

This study examined the effects of behavioral and social engagement and classroom supportiveness on the development of civic efficacy in fourth-grade science classrooms. We define civic efficacy as children's beliefs that they are not only capable of making a difference in their community, but they also feel a responsibility to do so. This study enrolled 815 students (48% female) across 39 classrooms, including 31 fourth-grade teachers at 25 schools in a large urban school district in the South Central U.S. Stepwise regression showed that behavioral engagement, social engagement, and classroom supportiveness in science class all positively predicted civic efficacy, and social engagement accounted for the greatest amount of variance in that civic efficacy. Findings suggests that social engagement is a stronger driver of civic efficacy than behavioral engagement and classroom supportiveness, pointing to the importance of collaboration and teamwork in science classrooms. We discuss implications for elementary classroom practices. [ABSTRACT FROM AUTHOR]

The current study examined Connect Science, a service-learning program that incorporates social and emotional learning lessons and science lessons developed around Next Generation Science Standards. Guided by Self-Determination Theory, focus groups with 8 Connect Science classrooms and 8 control classrooms investigated fourth graders' experience of autonomy, competence, relatedness, and academic engagement in science. Results of a content analysis indicated that Connect Science students reported more frequent cognitive autonomy and more positive emotional science engagement than students in control classrooms. However, Connect Science students reported more mixed feelings about relatedness to their peers. Students from both Connect Science and control classrooms reported similar experiences of competence and teacher relatedness. The findings demonstrate that service-learning is a promising practice for facilitating student autonomy, choice, and emotional engagement in science while also highlighting the relational challenges of such approaches. We discuss future research directions and recommendations for mitigating such challenges in elementary classrooms. [ABSTRACT FROM AUTHOR]

Teachers need more clarity about effective teaching practices as they strive to help their low-achieving students understand mathematics. Our study describes the instructional practices used by two teachers who, by value-added metrics, would be considered "highly effective teachers" in classrooms with a majority of students who were English learners. We used quantitative data to select two fifth-grade classrooms where students, on average, made large gains on a mathematics achievement test, and then examined teaching practices and contextual factors present in each classroom. Participants included two teachers from a mid-Atlantic district and their students who were 67% English learners and 68% economically disadvantaged. We found that the use of multiple representations of mathematics concepts, attention to vocabulary building, individual and group checks for understanding and error analysis were prevalent practices in both high gains classrooms. Also, class sizes ranged from 12-19 students. Discussion focuses on whether observed practices are aligned with recommended teaching practices for English learner students.

Teachers of elementary mathematics face multiple, convergent demands. These demands include supporting the growing population of English language learners (ELLs) and facilitating mathematical discussions across relevant curricular contexts. The authors used a comparative case study to examine how two teachers attempt to facilitate discussions while enacting a Calendar Math curriculum, in Grade 4 classrooms with high concentrations (>50%) of ELLs. The authors found that these teachers' use of Calendar Math did not provide a supportive context for conceptually based discussions. However, teachers did support ELLs in mathematical discussions by including display questions, elaborating student responses, modeling the use of mathematical vocabulary use, and use of self-talk. Teachers differed with regard to how often they elaborated responses, used vocabulary, the amount of teacher speech and the length of lessons. We discuss what these practices may mean for ELLs.

Teachers are dedicated, wise, and thoughtful change agents who need more time to identify problems they see in their schools or classrooms and work individually and collectively on solutions. They need both more time for individual planning and time to collaborate with colleagues who teach the same grades or the same subjects. A productive day of teaching requires substantial planning time to choose effective strategies, design lessons, prepare materials and collaborate with others. Any good teacher will tell you this, and they do, whenever they are asked. Some possible ways to provide more time for planning without breaking the school budget are by shortening the school day for students, embedding more teacher work days into the school calendar, or creatively increasing staff.

Facilitating productive discussions in the mathematics classroom is a challenge for many teachers. Discourse--student communication of mathematical ideas with teachers and peers--provides a platform on which students share their understanding, clarify misperceptions, and evaluate ideas. If students are unable to access and participate in discourse, their opportunities to learn mathematics may be diminished. The Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010), as well as the National Council of Teachers of Mathematics (NCTM's) (2000) Process Standards describe discourse as crucial to students' mathematical development. One potential barrier to accessing discourse is students' English language proficiency. Discourse can be difficult to implement, especially in classrooms with students who are learning English in addition to mathematics. Teachers need concrete suggestions for effective practices that can help them facilitate discourse in classrooms with English language learners (ELLs), so that discourse can advance ELLs' mathematical development. This article presents suggested instructional strategies to support ELLs in both understanding and participating in mathematical discourse.

The article reflects results from a web-based survey of early career teachers who had taken a required, hybrid course focused on sustainability science. Many alumni reported early efforts to integrate sustainability topics and ways of thinking into their K-8 classrooms. Teachers reported modeling of classroom behaviors that promoted sustainability more than implementing sustainability into the curriculum. Read-aloud books and videos were used frequently, suggesting the need for available high quality children’s books and videos on sustainability topics. Supports that were most helpful to teachers included school-wide initiatives, curricular and instructional resources, like-minded colleagues and supportive administrators. Lack of time and alignment with curricula were barriers that hindered some teachers’ progress, suggesting the importance of systemic curricular reform that brings awareness to the Sustainable Development Goals.

This randomized controlled field trial examined the efficacy of the Responsive Classroom (RC) approach on student achievement. Schools (n = 24) were randomized into intervention and control conditions; 2,904 children were studied from end of second to fifth grade. Students at schools assigned to the RC condition did not outperform students at schools assigned to the control condition in math or reading achievement. Use of RC practices mediated the relation between treatment assignment and improved math and reading achievement. Effect sizes (ES) were calculated as standardized coefficients. ES relations between use of RC practices and achievement were 0.26 for math and 0.30 for reading. The RC practices and math achievement relation was greater for students with low initial math achievement (ES = 0.89). Results emphasize fidelity of implementation.

Self-efficacy forecasts student persistence and achievement in challenging subjects. Thus, it is important to understand factors that contribute to students' self-efficacy, a key factor in their success in math and science. The current cross-sectional study examined the contribution of students' gender and math and science anxiety as well as schools' use of Social and Emotional Learning (SEL) practices to students' math and science self-efficacy. Fifth graders (n = 1,561) completed questionnaires regarding their feelings about math and science. Approximately half of the students attended schools implementing the "Responsive Classroom"® ("RC") approach, an SEL intervention, as part of a randomized controlled trial. Results suggested no difference in math and science self-efficacy between boys and girls. Students who self-reported higher math and science anxiety also reported less self-efficacy toward these subjects. However, the negative association between students' anxiety and self-efficacy was attenuated in schools using more "RC" practices compared with those using fewer "RC" practices. "RC" practices were associated with higher science self-efficacy. Results highlight anxiety as contributing to poor self-efficacy in math and science and suggest that "RC" practices create classroom conditions in which students' anxiety is less strongly associated with negative beliefs about their ability to be successful in math and science.

The present observational study used hierarchical linear modeling to examine predictors of children's social and self-regulatory outcomes in first-grade classrooms. Specifically, goals were the following: (1) to explore relations between emotionally supportive teacher-child interactions and children's social behaviors (aggression with peers, exclusion by peers, prosocial behaviors) and self-regulatory skills (behavioral self-control); and (2) to examine whether emotionally supportive teacher-student interactions contributed differentially to social and self-regulatory outcomes for first-graders at risk for school difficulty based on sociodemographic characteristics compared to counterparts with fewer sociodemographic risk characteristics. Participants were 178 students and 36 teachers in seven rural schools. Results indicated higher teacher emotional support related to lower child aggression and higher behavioral self-control. Emotional support was equally important for all children regardless of the number of sociodemographic risk factors. Results provide evidence for the contribution of teacher behaviors to students' social behaviors and self-regulatory skills, and suggest the importance of classroom interactions in children's acquisition of social and emotional competence. Discussion focuses on plausible mechanisms and implications for interventions. (Contains 4 tables.)

Mathematics teachers confront dozens of daily decisions about how to instruct students. It is well established that high-quality instruction provides benefits for students with diverse learning and family backgrounds. However, it is often difficult for teachers to identify the critical aspects of a successful mathematics lesson as they strive to improve their practice. To address this problem, the Mathematics Scan (M-Scan), an observation tool to measure the quality of mathematics instruction, was developed. To introduce educators (including teachers, mathematics specialists, instructional coaches, and administrators) to the M-Scan framework, the authors first describe the development of the M-Scan. Next, they outline the eight dimensions of classroom instruction in the M-Scan that comprise a high-quality mathematics lesson and describe a model lesson to make the framework and its dimensions concrete. Finally, they summarize the M-Scan dimensions in a table that can be used for reflection after a lesson, making suggestions for how to integrate dimensions of the M-Scan into daily practice. (Contains 2 tables.)